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and a more complex picture. In all the three states the teachers are reluctant to admit that
children drop out and hence many children are shown in the registers and some of them are
marked as long-absentees. In some schools, they are also marked present, especially when
distribution of dry rations is linked to attendance! Teachers often become defensive when
asked about dropouts or long absentees.
Box 13: The primary education scenario in Bellary
- It is encouraging to see the school. This is DPEP territory. The schools are painted in
bright colours of the national flag. There are teachers bustling around and children are all
over the place. Schools appear alive and active. There is more evidence of DPEP – walls
covered with posters, writing, drawings, teaching-learning materials hanging from thread
strung across the ceiling.
- So many children seem to want to go to school. In Village 1 there is a school in the
Golla area, there are enough children from the community to fill the school. In Village 2,
which has a ‘model’ school with buildings sprawled around a large courtyard, there is
also another school in the S C residential area. Though we expected this school to
compare badly with the model school, this was not the case. The buildings are good, the
grounds are adequate and, above all the atmosphere in the school was in no way any less
energetic than that in the model school.
- But walk along the streets during school hours, in any of these areas. The number of
children one sees wandering around is shocking – there appear to be as many children
out of school as in school!
- It is with these two contradictory impressions in one’s mind, that one starts exploring the
school-education-community-teacher-children conundrum. Parents, teachers, students
all advance their own interpretation. Parents blame the teachers; teachers assail the
community; children are caught in-between.
- The community is aware of the woeful state of their children’s education. They grumble:
‘Look at this girl! She has been going to school for 4 years. Ask her whether she can
read a line properly; whether she can write any letters.’
- There is a policy for not detaining children in classes up to 5, this does not mean that
children from Class 5 end up being able to read and write. This is what makes the
community disillusioned with schooling and therefore, if not downright adamant,
certainly reluctant and hesitant to persuade their children to go to school.
- The midday meal is a recent phenomenon. In 7 of the most backward districts of
Karnataka, of which Bellary is one, a midday meal is being provided. It is cooked on or
near the school premises and served hot. Usually it is rice and sambar, uppitu once a
week. The quality is good and children eat with relish. The teachers, the SDMC
members, and even the general public say that the attendance has undoubtedly increased.
Source: Karnataka Report
Educational Resource Unit Page 56 April 2003